Drive behaviour change
- Present digital channels as an additional option rather than as a replacement for existing analogue options. Frame it as extra convenience, not a punishment for those not online.
- When offering digital support, take the time to get to know someone and tap into people’s interests and personality. Transactional learning to access a government form may not be as motivating as something more personal, such as learning how to research their family tree, arrange photos in digital albums or play sudoku on their phone. For others, the money-saving aspect may be the most motivating approach, such as teaching them about plug-in discount codes.
- Present IT skills to reluctant learners (e.g. the unemployed) more positively so they understand what they will get out of it, rather than just seeing it as another box to tick to get their monetary benefits. Engage people in the life benefit of what they are learning.
Varied approaches
- Support needs to be offered in diverse formats to fit the need. For example, structured courses need to be complemented with ad hoc support (bookable and drop-in) where people can bring their own device and ask task-specific questions. People may need help setting up their own device or a refresher session. The Digital Champions model fits this need well.
- App-specific or topic-specific sessions can be hugely beneficial and feel achievable to people because they are bitesize and relevant (e.g. Breeze travel, NHS, MyPortsmouth). Widen to include popular apps beyond council-related services.
- Leverage other ways to teach digital skills such as work experience, peer-to-peer learning in the community and cross-generational skill swapping.
Trusted and quantifiable support
- Trust is a key issue for people, as is information overwhelm. In addition to a digital support map, another useful digital tool might be a curated list of apps across different areas of life that are easy to use and truly beneficial for the majority.
- Make more use of the Essential Digital Skills framework to provide structured support and to potentially gamify digital skills acquisition in individuals (e.g. a tick list of the 26 different life tasks with real life examples).
- Work together to ensure consistency in the content of online safety workshops to avoid confusion and fear caused by mixed messaging or conflicting advice.
- Be aware of the ‘wrapper’ used to present a workshop. For example, teaching parents online safety. Sometimes an indirect approach is best to avoid people feeling told off or inadequate.
“I personally think Apple Pay is the best thing since sliced bread.”
“Sceptics can become advocates.”
